Course+Information

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=**Units of Study**= toc Content: //The Crucible// by Arthur Miller Content: Collection of writings from Native American Literature and Colonial Literature [In Addition, Nathaniel Hawthorne's // The Scarlet Letter // for Honors] //Content: Excerpt from The Autobiography of Benjamin Franklin// //**Unit 3:** The Vision for America Defined and Pursued: Effective Handling of Truth// Content: Collection of writings from Revolutionary America Content: Collection of writings depicting American Romanticism and Transcendentalism Content: //The Adventures of Huckleberry Finn// by Mark Twain
 * Semester I:**
 * Unit 1**//: Introduction: Exploring the Greater Questions of Life through American Literature//
 * Unit 2**: //American Letters: The Growing of a Young Nation//
 * //Beginnings: The Journey of Coming Together in America//
 * //Benjamin Franklin: Rationalism, the Self-made Man and the Invention of the American Dream//
 * Unit 4**: //The American Writer’s Journey: The Origin and Understanding of Higher Truths//
 * Unit 5**: //American Realism: The Truths of Ordinary Life//

Content: Selections of modern poetry and the modern short story Content: Collection of modern poetry; //The Great Gatsby// by F. Scott Fitzgerald, //Ecclesiastes// Content: Collection of modern poetry, modern short story, and //The Old Man and the Sea// by Ernest Hemmingway Content: A Collection of Harlem Renaissance poetry; //A Raisin in the Sun// by Lorraine Hansberry //Faith, and the worth of Lasting Relationships// //Content: The Chosen by Chaim Potok//
 * Semester II:**
 * Unit 6:** //A Changed America: The Moderns//
 * Unit 7**: //Chasing the American Dream: A Study of True Happiness//
 * Unit 8:** //The Anti-Hero//: //The Pursuits and Triumphs in a Broken World//
 * Unit 9**: //American Drama: A Look at Race in the American Life//
 * Unit 10:** //Postmodernism in Contemporary American Literature: Examining the Development of Identity, the Dynamics and Commitment of//

**Classroom Technology Usage**
Wiki interaction and online submission Prezi and Powerpoint Etext links/files posted on this wiki Edublog and other blog sites Various Relevant Websites and/or apps


 * Please note the Technology Usage Policy described in the course syllabus below.

**Course Syllabus**






**MLA Reminders**

 * [|Here] is an excellent resource!
 * Click [|here] for the Owl Purdue site. It is all there!
 * Another FANTASTIC resource is [|Diane Hacker]! Click on her name.

Owl Purdue also has Vidcasts for MLA formatting. Watch these videos to help you master MLA: [|Owl Purdue Vidcasts]

**Biblical Integration**
The structure and content of this course provides valuable opportunities for students to learn and exercise the skill of biblical thinking. The greater questions about life, truth, human nature, brokenness in man and in society, lasting happiness, redemption, injustice and suffering, loss and restoration and others are explored throughout the works crafted by American writers. The goal for each student is presented in 2 Timothy 2:15, //“do your best to present yourself to God as one approved, a workman who does not need to be ashamed and who correctly handles the word of truth.”// (NIV) This goal is prayerfully considered so that each student may grow in their understanding of God and what He says about this life that He created. Therefore, the Bible, the foundation of truth, will consistently be the cornerstone for each unit of study as ideas about life and humanity are presented and questions are raised. Each unit of study will not only challenge students to apply the truths given in God’s Word to the literary experiences they are reading through, but will also challenge students to relate those truths to authentic life experiences, popular culture, society as a whole, and individual growth.

Practically speaking, this goal is achieved through a three-pronged fashion. First, there is a deliberate interweaving of scripture throughout the unit of study that show up at relevant and opportune times within mini-lessons and full lessons during the unit. The point of this is not only to demonstrate the relevancy of God's truth to all facets of the human experience, but also to critically apply God's truth to concepts so that students may transfer and relate these ideas to their own lives. The teaching methodology may take the shape of an interactive discussion, Powerpoint, journal entry, exploratory and explanatory essay writing, etc. Second, there is an ebb and flow of discussion that is facilitated at the very start of the study. Students are first asked to biblically explore the topic that is directly related to thematic content as an introduction. This allows for students to put a voice to what they know; students are allowed to exchange ideas freely. Misinformation is corrected, but the main focus of this facilitation is for students to begin the discussion themselves with biblical ideas they know and own. Once this base is established the ebb and flow of teaching can begin. Teacher guided discussion and student guided discussion build on ideas that unravel throughout the reading or writing process and concrete scriptural ideas are cemented in place within this connection between the teacher, student, and whole group. The idea is for students to increase their confidence in their own knowledge and scriptural interpretation and walk with God as well as allowing for key 'teachable moments' that, in my experience, God works into every unit where the student can gain scriptural truth through the mentoring of the teacher-student interaction. The final prong is an individual reflection component that shows up through various writing opportunities where the student can interact with God's Word as it applies to what is being discussed in the classroom. This is personal and therefore approachable and safe for students to meet their God where they are.